Student: Toni Marie Martini

Professor: Dr. Sills

Course: EDU 329

Date: April 4, 2015

Grade: 2

Content Area: ELA

Topic: Prepositions

INSTRUCTIONAL OJBECTIVE (Lesson Objective*)

After a lesson on the definition of prepositions and performing a cooperative learning task,
students will write a paragraph about their arrival routine at school with at least three
prepositions used in the lesson.

STANDARDS AND INDICATORS

ELA & Literacy (CCS): Conventions of Standard English
CCSS.ELA-LITERACY.L.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
Indicator: This will be evident when the students create their responses with at least three
prepositions learned in the lesson.

MOTIVATION (Engaging the learner (s)*)

An excerpt of the childrens song Over the River and Through the Woods will be played and
the students will form gestures as a class in order to represent each preposition.

MATERIALS

Two small boxes

A large ball
A video with the song Over the River and Through the Woods by Lydia Maria Child

STRATEGIES (Learning Strategies *)

Direct Instruction: The teacher will place the ball in various positions with the box, state its
position, and identify the preposition used (in the box, on the box, behind the box, etc.) in order
to visually represent prepositions to the students.

Cooperative Learning: Students will work in pairs and be called in front of the class to
demonstrate a sentence with a preposition stated by the teacher using the ball and boxes.

ADAPTATIONS (Exceptionality*)

The English Language Learner will be provided with a list of common prepositions with
corresponding pictures of the ball and boxes when constructing their paragraph.

DIFFERENTIATION OF INSTRUCTION
Tier I: Students will construct a paragraph using at least three prepositions learned in the
lesson. Students will be provided with illustrations of the prepositions used in the lesson.
Tier II: Students will construct a paragraph using at least three prepositions learned in the
lesson.
Tier III: Students will construct a paragraph using at least three prepositions learned in the
lesson. Students will then draw their own examples of prepositions on a separate sheet of
paper.

DEVELOPMENTAL PROCEDURES

Students will listen to the teacher explain what a preposition is (A preposition can help
indicate the location, what are examples of prepositions?)
Students will observe the teacher at the front of the class place the ball and boxes in
different positons and identify its corresponding preposition (Where is the ball? If the
ball is under the box, what is the preposition in the sentence? What word tells me where
the ball is?)
Students will be paired up and will come up to the front of the room to demonstrate
examples of prepositions given by the teacher involving the ball and boxes (How would
you show me the preposition behind if I said the ball is behind the box?)
Students will then construct a paragraph about their arrival routine at school using at least
three examples of prepositions used in lesson (Do you walk through the door to get to
school? Do you wait behind your friends in line?)
The students will present their paragraph to their classmates.
ASSESSMENT (artifacts* and assessment [formal & informal]*)
Students will successfully construct a paragraph about their arrival routine at school using
prepositions correctly.

INDEPENDENT PRACTICE
Following the lesson on prepositions, the students will complete a worksheet containing
sentences with prepositions that have been omitted and use a word bank to correctly fill
in the missing prepositions with 100% accuracy.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The teacher and the student will identify, together, the
prepositions learned in the lesson and will create examples together orally before writing
the paragraph.
Academic Enrichment: Students will illustrate a map containing directions on how to
arrive at a certain location in the school from the classroom giving at least three written
lines of direction while using at least one preposition in each sentence and present their
map to the class.

TEACHER REFERENCES

Groce, L. [#larrygroce]. (2015, March 7). Over the river and through the woods (vocal)
[Video file]. Retrieved from https://www.youtube.com/watch?v=DCHBsw9qAKc
Stevenson, A. (Ed.). (n.d.). Preposition [Def. 1]. In Oxford dictionary of English (3rd
ed.). Oxford University Press.

Prepositions "on," "at," and "in" (n.d.). Retrieved March 27, 2015, from
http://www.talkenglish.com/Grammar/prepositions-on-at-in.aspx